8th Grade Reading Unit 1 Assessment

A. a hint in the surrounding text that can help a reader infer the meaning of an unfamiliar word, phrase, or description

B. a reader’s question or comment about a text written directly on the text

C. an idea formed by combining text evidence and one’s own reasoning and background knowledge

D. to determine which parts of a text you do or do not understand

F. Arguing

G. Communicating

H. Working together

J. Moving quickly

A. create a sense of alliance among the social studies and media teachers

B. show that the narrator's classmates only care about following rules

C. develop themes about growing up and learning to accept change

D. enhance the narrator's confusion about what is or isn't mysterious

F. entertain readers with an eerie story

G. urge teachers to be more creative

H. demonstrate a lecture style of teaching

J. inform readers about personal space

A. Jamie begins to feel nervous, as if a dark force is at work.

B. Jamie becomes desperate to find out what's going on.

C. The plot moves toward full resolution.

D. The Experiment strikes Jamie and his classmates as very strange.

F. Jamie begins to feel nervous, as if a dark force is at work.

G. Jamie becomes desperate to find out what's going on.

H. The plot moves toward full resolution.

J. The Experiment strikes Jamie and his classmates as very strange.

A. Jamie begins to feel nervous, as if a dark force is at work.

B. Jamie becomes desperate to find out what's going on.

C. The plot moves toward full resolution.

D. The Experiment strikes Jamie and his classmates as very strange.

F. Jamie begins to feel nervous, as if a dark force is at work.

G. Jamie becomes desperate to find out what's going on.

H. The plot moves toward full resolution.

J. The Experiment strikes Jamie and his classmates as very strange.

A. My hand shot up in the air, seemingly without my asking it to do so.

B. Mr. Toskin awaited me with timer already set to five minutes.

C. What seemed most mysterious, however, was the lack of anything mysterious happening!

D. Several classmates gave each other knowing looks, which only worsened my feeling of confusion and helplessness.

F. the damaging effects of peer pressure

G. the unexpected logic behind human behavior

H. the tension between male and female students

J. the unusual success of the narrator

A. for no apparent reason

B. would chase us

C. slapped shut

D. disappeared in the shadows

F. a tone of despair

G. a point of view

H. a mood of suspense

J. a feeling of hope

A. Barlo's actions in the past are changing his future

B. the narrator's past events are influencing his present decisions

C. the narrator's past events shape the way he sees himself

D. Barlo's house becomes part of the setting in the future

F. forcing the narrator to confront Barlo

G. involving the neighbors

H. increasing the tension between herself and the narrator

J. reinforcing the idea that the vandal had to be a person

A. To brighten

B. To enlighten

C. To reduce in weight

D. To install a light

F. He looked suspiciusly like a man who was up to something

G. "It was Barlo," I muttered quietly, afraid my parents would hear me.

H. I knew nothing to justify my accusation of our neighbor...

J. Only the bravest criminal would take such a risk of being caught

A. the narrator's judgemental nature

B.. the narrator's interest in the community

C. Barlo's reluctane to be active outside of his house

D. Barlo's preference for an older home

F. We should not assume the worst of people we do not know.

G. Neighbors should try to take care of each other.

H. We should never live with guilt or remorse.

J. We should accept the help of our neighbors.

A. assume Barlo must be guilty

B. defend Barlo

C. join in on the gossip

D. stop listening to the neighbors

F. Barlo- not "Mr. Barlo," just "Barlo" - owned a house down the street

G. Barlo would chase us off his lawn

H. I untangled myself from bed sheets and blankets and dashed to the window.

J. Someone broke into our shed, leaving a trail of dirt behing.